PKBK3073

ENGLISH LANGUAGE TEACHING

METHODOLOGY FOR PUPILS WITH
LEARNING DIFFICULTIES

JABATAN BAHASA
 3. SPEAKING SKILLS
* Introduction to speaking
- Definition and concept of speaking
- Auditory Expressive Language Problems
- Articulation problem
- Stammering
- Repetitive
- Aphasia
- Dyspraxia
- Expressive language problems
Assessment of auditory expressive language
 3. SPEAKING SKILLS
1. Give the definition and concept of
speaking
2. Identify problems in auditory
expressive language
3. Describe how auditory expressive
language is assessed
 SPEAKING SKILLS

1. Difficult because it involves real-time

processing (little time to formulate what to say &
how to say it)
2. Students afraid to make mistake
3. Students afraid of poor pronunciation (often
stems from previous learning experiences where
emphasis was written accuracy)
4. Lack opportunity to speak in class
 DEFINITION AND CONCEPT OF
SPEAKING
Action of conveying information or
expressing ones feelings in speech
Known as auditory expressive language
skills: ability to use language to express an
idea or a message to another person in a
communicational situation
 SPEAKING COMPETENCE

Correctly articulate the words

Know the meaning words, phrases and other
linguistics terms
To convey his idea adequately
To formulate different kinds of sentences
To explain ideas using connected texts.
AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
A person who has defect in his speech organ
will have a problem in some aspect of speech
production
Could be too nasal or too breathy or unable to
articulate certain speech sounds
Poor auditory memory
AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
* The person has
Slow and hesitant speech
Speech punctuated with mmm and filler
sentences like What do you call it? or
You know what I mean.
AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
* Could manifest (show signs)in:
Incorrect usage of language
Overuse of simple sentences and a lack of
complex ones
Inability to express abstract concepts or ideas
Inability to adjust the style of communication
according to the communicational situation
A tendency of not providing sufficient
information
AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
* Could manifest (show signs)in:
Incorrect usage of language
Overuse of simple sentences and a lack of complex ones
Inability to express abstract concepts or ideas
Inability to adjust the style of communication according to
the communicational situation
A tendency of not providing sufficient information
AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
* Stammering / Stuttering
Speak with involuntary pauses or repetitions
Utter with involuntary pauses or repetitions
Repeats or prolongs words, syllables or phrases
Stop during speech and make no sound for certain syllables
Stress and fatigue make it harder to talk flowingly
Problem of stuttering alleviated when speaker relax
 AUDITORY EXPRESSIVE LANGUAGE
PROBLEM
* Tendency to stutter
During interrogation (at police station or in court)
Talking to emergency services on the phone
Majority of children grow out of this stage
If problem persist, need speech therapy
 SIGNS AND SYMPTOMS OF STUTTERING
Problem starting a word, phrase or sentence
Hesitation certain sound have to be uttered
Repeating a sound, word or syllable
Certain speech sounds may be prolonged
Speech may come out in spurts
Words with certain sounds are substituted for others
(circumlocution)
Rapid blinking (when trying to talk)
Trembling lips (when trying to talk)
 SIGNS AND SYMPTOMS OF STUTTERING
Foot may tap (when trying to talk)
Trembling jaw (when trying to talk)
Face and / or upper body tighten up (when trying to talk)
Some may appear out of breath when talking
Interjection such as uhm used more frequently before
attempting to utter certain sounds
 TYPES OF STUTTERING
1. Developmental stuttering:
Children learn to speak and often stutter (early stage) when
their speech and language skills are not developed enough to
race along at the same speed as what they want to say.
Majority of children experience fewer and fewer until they can
speak flowingly
 TYPES OF STUTTERING

2. Neurogenic stuttering:
Signals between the brain and speech nerves and muscles are
not working properly
May affect patient of stroke or brain injury
Results in lesions (abnormal tissue) in the motor speech area
of the brain
 TYPES OF STUTTERING

3. Psychological factors:
Stress
Embarrassment
Anxiety
Low self-esteem,
Nervousness
Not long term factors
 STUTTERING

Likely to have family members who stutter

Child who starts stuttering before 3 5 years old is less
likely to be stuttering
Long term stuttering more common among boys
 CONSIDER CONSULTATION
The childs stuttering has persisted for over 6 months
When stuttering occurs more frequently
When it is accompanied with tightness of facial and
upper body muscles
When it interferes with the childs schoolwork
When it causes emotional difficulties , such as fear of
places or situations
When it persists after the child is 5 years old
 Repetitive
* Repetitive and talking to self usually go together
* Exhibited by children with a broad range of
developmental difficulties
* Usually have social difficulties
* Tend to be resistant to change
* Display repetitive motor behaviours
e.g Are we going to the zoo? X 10 untuk someone
interrupts and redirects them
May repeat phrases to themselves (Its ok, you are not
hurt)
Require extensive input and support from school and
home
 Repetitive Speech
> Maybe overlook for children with higher cognitive
abilities (similar with other children who are just
boisterous or too active)

> Growing recognition that some children with quite

competent intellectually engage in repetitive talk

> Recent reports have shown considerable increases

in numbers of children with repetitive or
nonfunctional speech
 Repetitive Speech - characteristics

* Display problems in communication

> Intellectually delayed
> Once children acquire speech , may use it
inappropriately for the context (nonfunctionally)
> Most likely talk to themselves
> Reverse e.g. use He for I and may use metaphors
to communicate
 Aphasia
Disorder that results from damage to portions of
the brain that are responsible for language
- Left hemisphere
Result of stroke or head injury
May also develop slowly due to brain tumour, an
infection or dementia
Impairs the expression and understanding of
language as well as reading and writing
May occur with speech disorder such as dysarthria
or apraxia of speech (due to brain damage)
 Cause of Aphasia
Damage to one or more of the language areas of
the brain
Stroke occurs when blood is unable to reach a part
of the brain
Brain cells die when they do not receive their
normal supply of blood which carries oxygen and
important nutrient
Severe blow to head, brain tumors, brain
infections
 Two broad categories of Aphasia
1. Fluent : damage to the temporal lobe (side portion)
called Wernickes aphasia
2. Occur in the left temporal lobe but can result from
damage to the right lobe as well
3. May speak in long sentences that have no meaning, add
unnecessary words and even create made-up words. E.g.:
You know that amoodle pinkered and that I want to get
him round and take care of him like you want before.
difficult to follow what the person say
4. People with Wernickes aphasia usually have great
difficulty understanding speech. Unaware of their
mistakes
5. Usually have no body weakness because their brain injury
is not near parts of the brain that control movement.
 Two broad categories of Aphasia
1. Non-fluent : Brocas aphasia.
2. Damage to fontal lobe of the brain
3. Frequently speak in short phrases that make sense but
are produced with great effort
4. Often omit small words such as is, and and the. E.g.
walk dog meaning I will take the dog for a walk.or
book book on the table meaning There are two books
on the table
5. Understand speech of others fairly well
6. Often aware of their difficulties and can become easily
frustrate
7. Right side weakness or paralysis of arm and leg because
the frontal lobe is also important for motor movements
 Two broad categories of Aphasia

1. Non-fluent : global aphasia

2. damage to extensive portions of the language
areas of the brain
3. Have severe communication difficulties and
maybe extremely limited in their ability to
speak or comprehend language
 Other types of Aphasia
1. Results from damage to different language areas
in the brain.
2. Some people have difficulty repeating words
and sentences even though they can speak and
they understand the meaning of the word or
sentence.
3. Others have difficulty naming objects even
though they know what the object is and what
it may be used for.
 Dysprasia

1. Clumsy child syndrome

2. Present as an impairment or immaturity of the
organization of movement
3. May have difficulties with manual and practical
work, personel organization, memory and
attention span
 Two Types of Dysprasia

1. Developmental Motor Dysprasia (DMD)

2. Verbal Dysprasia (specific learning disability): find

it hard to form words and letters when speaking (
mouth &tongue are controlled by hundreds of
different muscles - normal people can perform
complex coordination achievement of speech) not
really muscle problem but the messages being sent
backwards and forwards to the brain permanently
tongue-tied
 Signs of Dysprasia

1. Each mouth movement has to be thought out before the

word is spoken
2. Amount of thinking involved in the activity makes it hard
for the child to concentrate on what he is saying
3. If asked to repeat a word several times (even own name
or simple word like cat, they cannot do it without
having to think before each word. So instead of run run
run run run they will say run..run..run..run..run
4. Late learning to speak
 Verbal Dysprasia

1. Need specialist help from speech therapists and

often physiotherapists and occupational therapists
2. Have to learn to think about and control how the
lips and tongue works to form all the different
sounds and words
3. Watch mouth and tongue move when forming
different sounds helps these children
4. Use mirror to make sure child can see how his/her
mouth, tongue and lips form each sound.
5. Can take some time, quality of content suffer
 What can you do to help children with this
problem?
1. Bring in speech therapist
2. Try to be patient & not interrupt or finishing a
sentence for them
3. Explain to them why they are having problems
and make sure they understand they are not
stupid & it is not their fault
4. Organize lesson time when you help the child to
articulate and improve his/her speech
5. Avoid nagging and correcting as this can make
the child tense and angry
 What can you do to help children with this
problem?
6. Hand eye coordination games helps to talk better
(learn how their body response to actions and teaches
them to understand how their bodies relate to the word
7. These children panic easily and respond badly to
sudden changes in routine (keep to routine)
8. Get scared easily and not happy working outside their
comfort zone. New information and teaching should
be carried out one small step at a time
9. multi-sensory teaching should be used whenever
possible
Assessing of Auditory Expressive Language

Take language samples from pupil in various

communication settings
Sample are examined for the types of sentences
used, kinds of vocabulary found and whether there
is difficulty in recalling words

Teacher takes necessary steps to help

Assessing of Auditory Expressive
Language
Assess pupils ability to use linguistic items of
nouns, adjectives and prepositions
Same test for listening comprehension
(teacher point to an object in picture and
pupil provide name of object or describe or
state the position of the object.
Ways of Testing Auditory Expressive Language

1. Provide a word and pupil formulate a

sentence based on the word
2. Provide a few words and pupils use all the
words given to form a sentence
3. Provide beginning part of a sentence and
pupil complete the sentence
4. Provide two simple sentences and pupil
combine the two sentences into one
Ways of Testing Auditory Expressive Language

To assess pupils ability to use

connected text, teacher can show a
picture and ask pupils to describe the
picture or tell a story
Types of tests for speaking
1. Using a checklist - can be done throughout the year, list may
be added to and adapted to suit needs and circumstances
2. Progress test given either at the end of a particular unit,
week, month, term or year; usually prepared by class teacher
or someone else to take account of overall syllabus; to
measure progress.
3. Proficiency test to measure overall language proficiency
and include speaking other language skills.
i. Help create positive attitudes and motivation within
the classroom
ii. Assist pupils in mastering language pupils study for
examinations and when results are returned and discussed
 TUTORIAL
The lecturer :
Demonstrates how to carry out a structured lesson to
teach sentence patterns / grammatical items
The students :
Plan and
demonstrate the application of structured instruction to
teach sentence
patterns /
grammatical items
 ISL
Check library resources or the internet for intervention
strategies for the following problems:
- Articulation
problem
- Stammering
- Aphasia
- Dyspraxia
- Expressive
language
problems
Prepare a Powerpoint presentation of the information
gathered.